Syllabus

Learning and Developmental Student Goals

My primary goal is to actively engage students in learning. Each student will be encouraged to meet the objectives described in their Individualized Education Plans (IEP). The state curriculum standards for Language Arts, Math Science and Social Studies will be addressed using extensions and adaptations. A variety of instructional approaches will be utilized to accommodate the diverse levels of each student. Students will receive a quarterly update of their goals and objectives based on daily and weekly documentation.

IEP Goals and Objectives may be written in the areas of:

Behavioral

Social skills

Communication skills

Functional/modified academic classroom skills

Adaptive skills

Many of these domains (areas) are not typical of a public school curriculum. For our students these areas represent relevant components of education that promote valid learning experiences necessary to their achievement of any life-long success. Specialized instruction in skills such as teeth-brushing and hygiene foster healthful living skills that enhance their present and future lives.

Students who qualify will participate in the South Carolina Alternate Assessment. They will be evaluated in the areas of English/Language Arts, Math, Social Studies, and Science.

Instructional Units and Timeline

Throughout the year, focus will be placed on personal independence, communication and social skills, and appropriate activities in the community. Related service providers will be given notice of these themes to enable their participation. In addition, books will be read and a variety of activities will be used with each selection. Environmental control units and devices will be used in cooking activities as math skills are addressed. Science and social studies topics will be taught as they relate to the thematic units. South Carolina Alternate Assessment content areas Language Arts, Math, Science, and Social Studies will be taught as our thematic units are developed. IEP goals and objectives will be addressed as these units are taught.

All planning and activities are driven by the compilation of each student’s IEP. Timelines and instructional units are fluid documents. IEPs determined inappropriate, for whatever reason, are to be amended following Due Process Procedures.

Individual Education Plan (IEP)

Thematic/Integrated Units

These unit ‘themes’ are integrated and serve as vehicles to deliver instruction based on student IEPs, State Standards and South Carolina Alternate Assessment Requirements: ELA, Math, Science, and Social Studies.

August:

All About Me

5 senses

September:

Maps

October:

Transportation

Fall

Fall festivals

November:

Food Groups

History of Thanksgiving

December:

Winter Crafts

Purchasing ( using money)

Christmas Around the World

January:

Winter

Martin Luther King, Jr

Transportation

Simple Machines

February:

African American History

Valentine’s Day

Budgeting

Our State Characteristics of South Carolina

March:

Weather

Water Different Types/ Uses and conservation

Water Cycle

Spring

April:

Plants

Parts of the Plant

Different types of Soil

Gardening Skills

May:

Geographic Regions of South Carolina

Animals and their Habitats

The Human Body

Summer

Lesson Plans

Instructional Materials and Resources

Instructional Materials:

Chart Paper

Laminating supplies

Adapted Books

Switches and a variety of mounting systems

Adapted toys

Communication symbols

Communication systems

Voice Output devices

Environmental control units

Cooking materials

Velcro

Song boards

Objects (object communication)

Adapted computers

Specialized educational software and software for preparing communication systems

Peripherals such as Switch interfaces, , Microphones

Adapted seating equipment

Mats

Sensory swings

Adapted feeding tools/accessories

Finger paints

Thematic language units

Thematic science units

Thematic math units

Thematic social studies units

Puzzles

Puzzle switches

Stickers

Sensory kits

Rubber stamps

Magnetic materials

Felt

Manipulative materials

Audio/visual equipment

Art supplies

Digital Camera

Digital Video Camera

Colored printer

Personal hygiene supplies

Finger paints

Paper shredder

Functional sorting items

Cleaning/sanitation supplies

Equipment with adaptations

Adapted playground equipment

Student Assessment/Data Collection/Evaluation and Record Keeping Procedures

Assessment Procedures :

The students who are assigned to this class have had psycho-education evaluations and have qualified for placement in a self-contained classroom for mentally disabled students. This procedure follows district, state and federal guidelines. Evaluation data and formal and informal assessments are used to develop annual IEP’s with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition, all students must also meet the attendance requirements of the district.

I will use weekly and daily data sheets to track progress. This progress will be reported to parents at the end of each quarter. Students in my classroom will participate in the SC Alternate Assessment receiving modified instruction on grade-level standards. Testing is scheduled for spring 2021.

Reporting to parents will be completed quarterly through report cards, narratives and parent conferences. In addition Interim Reports will be distributed mid-quarterly. Information is received from other staff members serving your child. They are responsible for recording and reporting data on students they serve. According to the student’s model of service, data may be completed and evaluated with the therapist and the teacher. Objectives may be written with several different staff members who are responsible for implementation and data keeping. Evaluations to measure progress will be retrieved from data sheets. Parents will be contacted if a student is exhibiting poor progress. A revision of the IEP may be indicated.

Grading Scale:

The grading scale utilized in my classroom will follow the standardized scale used to report progress in self-contained mentally disabled classrooms. See the scale listed below:

M = Mastered - Student has successfully completed objective according to criteria on the IEP.

P = Progressing- Student is making progress toward goal, but not at criteria level yet

SP = Slowly Progressing - Student is just beginning to perform task and needs

improvement.

NT = Not Taught- Student has not been given opportunity to perform task

R = Regression- Student not able to perform at previous level

NP = No progress- Student has not been able or has refused to perform task

*It is important to note that virtually all activities that occur within our school and classroom are instructional for this population. Feeding, toileting, tooth-brushing, etc. appear ‘non-instructional’ but are in fact vital to the students’ acquisition of independent skills.

Rules and Procedures

Classroom rules have been developed with the understanding level of the students. The rules in my classroom are posted at the front of my room. Good behavior is rewarded with praise and sometimes a special activity. Positive behaviors are always reinforced. Four of my students require Behavior Intervention Plans attached to their IEPs.

My rules include:

Be patient

Do Your Best

Rules will be talked about with students on a daily basis, usually during circle time. Levels of communication, using symbols, will be utilized when planning the presentation of the rules. Each rule is posted along with the consequences and rewards.

IX. Procedures for Non-instructional Routines

Upon arrival at school, students are unloaded from the buses and brought to the classroom or transported by a parent, unloaded from the car area. Toileting issues are handled and students receive breakfast when requested or are tube fed.

The teacher will complete attendance on class XP.

The daily classroom revolves around the students’ activities with the related arts schedules and therapists. Students attend a weekly session in the Multi-sensory Area.

Lunch is provided daily. Students are provided specially prepared food.

Playground activities are included when weather permits.

Students will be transported to the cafeteria or office foyer for bus or car loading by a staff member at the end of the day.

Emergency fire drills are scheduled on a monthly basis.

Activities at the Peace Center will be attended along with CBI trips.

Special school-wide activities are held as scheduled throughout the year.

Home/School Communications

Communication with parents will be done in several ways. Messages will be sent home daily about student behavior, and parents are asked to sign and return notebooks. Sometimes specialized symbol stories/board/books, etc. will be sent to parents to provide an opportunity for students to share information about special activities. Periodic phone calls to home provide an opportunity for absence and/or personal contacts. A sample of a newsletter is noted in newsletter page with information about our class. The newsletter will go home every month. Parents are invited to attend outings. School nurses will contact parents about medical needs.